symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the...

10

symbolism, foreshadowing, etc. as they apply to the novel • theme-primary and secondary, explicit and implicit, and • evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete journal entries and other activities relating to the components. After completing the novel, students conduct research concerning the critical review and write the response in the sections according to each of the major components listed and described above.

symbolism, foreshadowing, etc. as they apply to the novel &bull; theme-primary and secondary, explicit and implicit, and &bull; evaluation-reactions and opinions concerning the novel with justifications/explanations students also complete <span class="highlight">journal</span> entries and other activities relating to the components. After completing the novel, students conduct <span class="highlight">research</span> concerning the critical review and write the response in the sections according to each <span class="highlight">of</span> the major components listed and described above.

8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and t...

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8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student understands the significance of important individuals and major developments in history. Fourth Grade Knowledge and/or

8/9/2005 Page 126 <span class="highlight">of</span> 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, and developments in the history <span class="highlight">of</span> Kansas, the United States, and the world, utilizing essential analytical and <span class="highlight">research</span> skills. Benchmark 1: The student understands the significance <span class="highlight">of</span> important individuals and major developments in history. Fourth Grade Knowledge and/or

logical reasoning); use specific rhetorical devices to support assertions; anticipate and address the reader’s concerns and counter-claims; and employ an accepted academic manuscript style, such as that of the modern language association (MLA) or the American psychological association (...

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logical reasoning); use specific rhetorical devices to support assertions; anticipate and address the reader’s concerns and counter-claims; and employ an accepted academic manuscript style, such as that of the modern language association (MLA) or the American psychological association (APA). (iv) Demonstrate proficiency in the creation of a formal research paper. (2) Benchmark 4-B: Plan writing by taking notes, writing informal outlines and

logical reasoning); use specific rhetorical devices to support assertions; anticipate and address the reader&rsquo;s concerns and counter-claims; and employ an accepted academic manuscript style, such as that <span class="highlight">of</span> the modern language association (MLA) or the American psychological association (APA). (iv) Demonstrate proficiency in the creation <span class="highlight">of</span> a formal <span class="highlight">research</span> paper. (2) Benchmark 4-B: Plan writing by taking notes, writing informal outlines and

understands the rule of law as it applies to individuals; family; school; local, state and national governments. Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (K) understands laws must be followed by those in authority as well as th...

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understands the rule of law as it applies to individuals; family; school; local, state and national governments. Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (K) understands laws must be followed by those in authority as well as those who are governed (limited government). 2. (K) defines the rule of law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers. • Keep a journalof their daily

understands the rule <span class="highlight">of</span> law as it applies to individuals; family; school; local, state and national governments. Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (K) understands laws must be followed by those in authority as well as those who are governed (limited government). 2. (K) defines the rule <span class="highlight">of</span> law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers. &bull; Keep a <span class="highlight">journal</span> <span class="highlight">of</span> their daily

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